To be completed by the Student Teacher ; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation..
Note: This document is a template in MSWord. As you type into the form, it will expand to accommodate what you have written.
Student Teacher _Chelcey Williams_ Grade Level_K_ Date of lesson_ Institution _ Length of lesson_15-20 minutes. Content Standards:Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain.How will the learning tasks lead students to attain the identified standards? The following NCTM standards are met in this lesson: Reasoning and Proof Communications Note: Technology will be used in this lesson to meet standards. Learner Background:Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson? In the previous lesson, students practiced making AB patterns and determined what the next shape was by following the previous pattern. In this lesson, students will practice using all skills acquired in previous lessons to do fun math activities online. Student Learning Objective(s):Identify specific and measurable learning objectives for this lesson. In this lesson, students will: -Choose a website and complete math problems. -Write down which website they chose and why they chose it. -Write down any math problem that was the easiest to solve and explain how they solved it using words and pictures. -Write down the most difficult math problem and explain why it was hard for them to solve using words and pictures. Assessment:How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria. The following rubric will be followed when evaluating student’s journal entries: Assessment E. Materials/Resources:List the materials you will use in each learning activity including any technological resources. Computer lab access, internet access, smart boards, Math fun sheet, Assessment E, pencils, crayons, erasers. Learning Activities: Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each. Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important) I will initiate the lesson by showing students a fun website on the smart board. I will explain to student how to solve the problem and show them how fun it is. I will answer any questions. I will tell students that they will be working on math problems on the internet and they have to fill out a journal/reflection based on the website they chose. Lesson Development:Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s). Each day, I will introduce students to a new math website that they can work on. On the first day of the lesson, I will show and explain how to get onto the internet and choose a website they wish to work on. The students are facing the smartboard, and the screen is ready to choose a computer program. I will tell students that they need to click on the blue letter ‘e’ to go onto the internet. I will do it on the board. Since students are in the computer lab, they can follow along with me. I will make sure that everyone is on the same step. When everyone is, then I will show students on the smartboard how to go to favorites and choose the Kindergarten math folder. I will tell students to do the same. Once we are all there, I will tell them that these are all website to go on to do fun math activities. I will tell students that they can choose any one of these addresses when they are working on their own. But for now, we are all going to the first address. I will tell students to click on the first address, which will be AAA Math.com This is the address: http://www.eyepleezers.com/aaamath/k1a_mox1.htm Students will be at this address exploring the website. I will distribute the math sheet that they need to fill out once they choose their web address. I will say that when they come here to do math work, they need to fill out the Math Fun sheet. The first question asks to write down the name of the website chosen. They need to write either the name of the game or the web address they are at. I will show where both things are on the page. After students have filled in the name or address, I will tell them they can begin doing math activities on the site. After time has passed, I will get students attention again. I will tell them how to answer the next few questions on the sheet. I will tell students that they have to choose the easiest problem that they solved and write it down on the sheet. They have to explain how they solved the problem using pictures and words. The last question asks for students to write down their most difficult problem. They need to write why it was so hard using pictures and words. If time allows, we can review some of the difficult problems students encountered and solve them together as a class. On the next day, we will go to the next web address, which is Math Baseball. The web address is: http://www.funbrain.com/cgi-bin/mb.cgi?A1=start1&A2=0&ALG=no&submit=play+ball__ I will show students how to play the game so they can be able to do it on their own. Students will fill out the same sheet as before. This process will continue until all of the sites in the favorites math folder are addressed. Here are other math addresses that will be used.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives) As closure, I will correct the math sheets using the Math Fun rubric, and give suggestions on how to solve their difficult problems. Individuals Needing Differentiated Instruction:Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners. Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student name
Evidence that the student needs differentiated instruction
How will you differentiate instruction in this lesson to support student learning?
Which students will need opportunities for enrichment/higher level of challenge?
Student name
Evidence that the student needs differentiated instruction
How will you differentiate instruction in this lesson to support student learning?
Student Teacher _Chelcey Williams_ Grade Level_K_ Date of lesson_
Institution _ Length of lesson_15-20 minutes.
Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain. How will the learning tasks lead students to attain the identified standards?
The following NCTM standards are met in this lesson:
Reasoning and Proof
Communications
Note: Technology will be used in this lesson to meet standards.
Learner Background: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?
In the previous lesson, students practiced making AB patterns and determined what the next shape was by following the previous pattern. In this lesson, students will practice using all skills acquired in previous lessons to do fun math activities online.
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.
In this lesson, students will:
-Choose a website and complete math problems.
-Write down which website they chose and why they chose it.
-Write down any math problem that was the easiest to solve and explain how they solved it using words and pictures.
-Write down the most difficult math problem and explain why it was hard for them to solve using words and pictures.
Assessment: How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.
The following rubric will be followed when evaluating student’s journal entries: Assessment E.
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Computer lab access, internet access, smart boards, Math fun sheet, Assessment E, pencils, crayons, erasers.
Learning Activities:
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.
Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)
I will initiate the lesson by showing students a fun website on the smart board. I will explain to student how to solve the problem and show them how fun it is. I will answer any questions. I will tell students that they will be working on math problems on the internet and they have to fill out a journal/reflection based on the website they chose.
Lesson Development: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).
Each day, I will introduce students to a new math website that they can work on. On the first day of the lesson, I will show and explain how to get onto the internet and choose a website they wish to work on. The students are facing the smartboard, and the screen is ready to choose a computer program. I will tell students that they need to click on the blue letter ‘e’ to go onto the internet. I will do it on the board. Since students are in the computer lab, they can follow along with me. I will make sure that everyone is on the same step. When everyone is, then I will show students on the smartboard how to go to favorites and choose the Kindergarten math folder. I will tell students to do the same. Once we are all there, I will tell them that these are all website to go on to do fun math activities. I will tell students that they can choose any one of these addresses when they are working on their own. But for now, we are all going to the first address. I will tell students to click on the first address, which will be AAA Math.com
This is the address: http://www.eyepleezers.com/aaamath/k1a_mox1.htm
Students will be at this address exploring the website. I will distribute the math sheet that they need to fill out once they choose their web address. I will say that when they come here to do math work, they need to fill out the Math Fun sheet. The first question asks to write down the name of the website chosen. They need to write either the name of the game or the web address they are at. I will show where both things are on the page.
After students have filled in the name or address, I will tell them they can begin doing math activities on the site. After time has passed, I will get students attention again. I will tell them how to answer the next few questions on the sheet. I will tell students that they have to choose the easiest problem that they solved and write it down on the sheet. They have to explain how they solved the problem using pictures and words. The last question asks for students to write down their most difficult problem. They need to write why it was so hard using pictures and words. If time allows, we can review some of the difficult problems students encountered and solve them together as a class.
On the next day, we will go to the next web address, which is Math Baseball. The web address is:
http://www.funbrain.com/cgi-bin/mb.cgi?A1=start1&A2=0&ALG=no&submit=play+ball __
I will show students how to play the game so they can be able to do it on their own. Students will fill out the same sheet as before. This process will continue until all of the sites in the favorites math folder are addressed. Here are other math addresses that will be used.
Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)
As closure, I will correct the math sheets using the Math Fun rubric, and give suggestions on how to solve their difficult problems.
Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.
Note: Differentiated instruction may not be necessary in every lesson. However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.
Notes from the pre-conference